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Self-development is a crucial competence for navigating the professional world; however, many individuals face significant barriers in optimizing this potential. This study aims to formulate an integrative model of Quranic Tadabur and bibliotherapy as a professional therapeutic intervention in counseling, addressing gaps in existing literature. Using a library research method with content analysis, the findings indicate that Quranic Tadabur effectively enhances essential self-development skills, including self-awareness, work motivation, problem-solving, time management, emotional regulation, critical and creative thinking, and social collaboration. Within the bibliotherapy framework, the self-development process is structured through stages of motivation, incubation, follow-up, and evaluation. Furthermore, several counseling techniques are proposed, such as self-management, minimal contact, counselor-led management, and directed counseling, to support individual growth. This integrative approach highlights the role of spirituality in fostering holistic personal and professional development. The study contributes theoretically to the advancement of spirituality-based counseling models, particularly in the context of modern career development, and offers a conceptual foundation for future empirical research.

This study explores the integration of Creativity Education and Growth Mindset in Catholic Religious Education (CRE) at Senior High Schools and examines its alignment with the Sustainable Development Goal (SDG) 4, focusing on quality and inclusive education. Using a Systematic Literature Review based on the PRISMA 2020 protocol, the study analyzed 1,263 articles from scientific databases, narrowing down to 106 relevant studies. The findings highlight that Creativity Education fosters critical thinking, cognitive flexibility, problem-solving, and the integration of moral and spiritual values. Growth Mindset enhances students’ intrinsic motivation, perseverance, and resilience, creating an adaptive, innovative, and inclusive learning environment. The synthesis led to the development of an integrative learning model, which includes the Creative Reflective Learning Cycle, Faith-Based Project Learning, Creative Growth Dialogue, and Digital Creativity Integration. This model aims to holistically develop students’ cognitive, creative, moral, and spiritual capacities. The study demonstrates that the combination of Creativity Education and Growth Mindset enriches CRE pedagogical practices and supports the development of 21st-century skills, such as critical thinking, collaboration, digital literacy, and moral literacy. It concludes that project-based learning, digital technology integration, and curriculum adjustments are vital steps in improving learning quality and inclusiveness. The study recommends further empirical research to test the effectiveness of the proposed model.

The rapid development of artificial intelligence (AI) has brought significant changes to higher education, particularly in the way students think and learn. AI no longer functions merely as a learning support tool but also influences students’ cognitive processes, including critical thinking, problem-solving abilities, and creativity. This study aims to examine the impact of AI usage on the thinking patterns of university students. The research method employed is a literature review, analyzing various accredited national journals and relevant conference proceedings. The findings indicate that AI offers several positive impacts, such as improving learning efficiency, expanding access to information, and supporting the development of creative ideas. However, excessive reliance on AI may also lead to negative effects, including a decline in critical thinking skills and an increased tendency for students to depend on AI-generated outputs without in-depth analysis. Therefore, the role of educators is crucial in guiding students to use AI wisely and responsibly. AI should be utilized as a supportive tool in the learning process rather than a replacement for human thinking. This study is expected to contribute to the development of effective and ethical strategies for integrating AI in higher education.

History learning plays a strategic role in developing students’ critical, analytical, and reflective thinking skills. However, instructional practices that still emphasize memorization of facts often fail to foster higher-order thinking abilities. This article aims to examine the implementation of Higher Order Thinking Skills (HOTS)-based history learning as an effort to support the achievement of Sustainable Development Goal (SDG) 4, namely quality education. The HOTS approach in history learning emphasizes students’ abilities to analyze, evaluate, and create through activities such as interpreting historical sources, solving contextual problems, and engaging in critical discussions of past events. The method used in this study is a literature review by analyzing various sources related to HOTS-based learning strategies and their implementation in history education. The findings indicate that the application of HOTS enhances student engagement, deepens conceptual understanding, and fosters historical awareness relevant to contemporary life. In addition, HOTS-based learning encourages students to develop reflective thinking and make better-informed decisions. The implementation of HOTS in history learning aligns with the principles of SDG 4, which emphasize inclusive, equitable, and quality education. Therefore, integrating HOTS into history instruction not only improves the quality of the learning process but also contributes to the development of a generation that is critical, creative, and adaptive in facing global challenges.

Education plays a crucial and essential role in improving the quality of human resource globally, thus a research was conducted with the aim of producing a product, namely a learning module. This module is one of the learning resources that can be used by students independently. Therefore, the module was developed to function as a learniing guide for students. The lerning model used in this research is Creative Problem Solving. In this learning model, the teacher presents problems so that students can find answers innovatively and sharpen  their critical thinking skills. The suitability of this learning module will be evaluated based on three aspect, namely validity, practicality, and effectiveness. Based on the research sample data, this consists of students from class XI Electrical Power Installation Techniques (TITL) 1 at SMKN 1 Driyorejo. This method uses the Research & Development (R&D) approach. The analysis of differences in learning outcomes was carried out using the One Group Pretest-Posttest Method, the treatment in the form of a learning module based on the Creative Problem Solving model was given to student. The research result show that (1) the modules suitability is stated as very valid wth a score of 89,60, (2) aspect, it is stataed as very practical with a total average reaching 90,60, (3) effectiveness is proven from the improvement in learning outcomes in terms of knowledge and domains with an average pretest score of 51,3, while the average posttest score is 85 with a significance of 0.000.

This research investigates the impact of Creative Problem Solving (CPS) within a group counseling framework to mitigate academic-related stress in students. Intense scholastic expectations often compromise a student’s psychological health and academic achievements, making this a critical area of intervention. Employing a quasi-experimental quantitative design, this study utilized a single-group pretest-posttest model. Participants exhibiting elevated stress markers were recruited via purposive sampling. The core intervention involved systematic group sessions centered on diagnostic problem-solving, divergent idea generation, and strategic decision-making. Pre- and post-intervention data were gathered through a standardized assessment scale and processed using parametric statistics. The data revealed a substantial decline in academic stress levels post-treatment. These results underscore the efficacy of CPS-based counseling in fostering cognitive flexibility. Ultimately, this approach provides a robust mechanism for students to develop resilient coping strategies against educational pressures.

The creative economy industry serves as a strategic pillar of the national economy, experiencing significant transformation in the digital era. This study aims to comprehensively analyze the pattern of human resource (HR) competency gaps within priority subsectors of Indonesia's creative economy and formulate effective, multi-stakeholder development strategies. Employing a Systematic Literature Review (SLR) methodology, this research rigorously analyzes 30 scientific journal articles, government reports, and publications from global institutions published between 2014 and 2024. The findings delineate three primary clusters of competency gaps: (1) The Digital-Technical Competency Gap, encompassing deficiencies in data analytics, specialized software mastery, and digital content creation tools; (2) The Digital-Business Competency Gap, which includes shortcomings in digital financial literacy, online business model development, and management of digital intellectual property rights; and (3) The Social-Cognitive Competency Gap, highlighting needs in adaptability, complex problem-solving, and effective virtual collaboration. In response, this paper proposes an integrative strategic framework grounded in a collaborative multi-stakeholder approach. Key recommendations include revitalizing educational curricula through industry-embedded learning and micro-credential integration, developing agile and accessible training ecosystems featuring bootcamps and digital platforms, and fostering supportive policies through fiscal incentives and the alignment of national qualification frameworks with digital skill standards. The successful implementation of this synergistic strategy is expected to significantly enhance the adaptability, innovation capacity, and global competitiveness of Indonesia's creative workforce, thereby ensuring the sustainable growth of the creative economy sector in the face of rapid digital disruption.

Learning is the process of children getting to know knowledge that aims to increase knowledge as a basis for forming behavior. The learning process is carried out so that children experience behavioral changes and gain an overall improvement in knowledge, skills, and attitudes. Learning is very closely related to daily life, therefore it is important for children to learn continuously, one of which is through learning mathematics. Mathematics learning has a very important role in the sustainability of children's education because mathematics is one of the fundamental non-physical tools in the world of education and daily life. Through mathematics learning, children are trained to think logically, systematically, critically, and creatively in solving various problems. In addition, mathematics helps children solve calculation problems that are often encountered in daily activities, such as counting money, measuring length, time, and distance, and interpreting simple data. Mathematics learning also plays a role in developing the ability to reason and make appropriate decisions. Therefore, mathematics learning is a subject that must be followed because it has a great influence on thinking skills, learning independence, and children's readiness to face life challenges and scientific development in the future.

Education in the modern era requires students not only to master cognitive knowledge, but also to have the ability to think critically, analytically, creatively, and problem solving skills independently. Therefore, the application of the Problem Based Learning (PBL) model and the Learning Strategy for Improving Thinking Ability (SPPKB) is considered relevant and ideal in the context of Christian Religious Education (PAK) to integrate faith values with the reality of daily life. This study uses a literature study method by examining scientific journals, books, and academic articles to analyze the definition, essence, characteristics, and steps of PBL which include the introduction of authentic cases, problem solving, investigation planning, independent learning, solution synthesis, presentation of results, and reflection. PBL has proven to be effective in increasing learning motivation, collaboration, and internalization of Christian moral values, although it has limitations in the relatively long time requirement and the demands of teacher competence as facilitators. Meanwhile, SPPKB emphasizes intellectual stimulus, exploration of ideas, data processing, in-depth analysis, and metacognitive reflection to form a systematic and independent mindset in dealing with religious ethical issues. These two student-centered learning strategies complement each other in forming students who are dynamic, reflective, critical, and responsible as Christian personalities through flexible and contextual learning adaptations in PAK.